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Police Training to Promote the Rule of Law and Protect the Population - Division Of Behavioral And Social Sciences And Education - Bog - National

Training police in the knowledge and skills necessary to support the rule of law and protect the public is a substantial component of the activities of international organizations that provide foreign assistance. Significant challenges with such training activities arise with the wide range of cultural, institutional, political, and social contexts across countries. In addition, foreign assistance donors often have to leverage programs and capacity in their own countries to provide training in partner countries, and there are many examples of training, including in the United States, that do not rely on the best scientific evidence of policing practices and training design. Studies have shown disconnects between the reported goals of training, notably that of protecting the population, and actual behaviors by police officers. These realities present a diversity of challenges and opportunities for foreign assistance donors and police training. At the request of the U.S. State Department's Bureau of International Narcotics and Law Enforcement Affairs, the Committee on Law and Justice of the National Academies of Sciences, Engineering, and Medicine examined scientific evidence and assessed research needs for effective policing in the context of the challenges above. This report, the second in a series of five, responds to the following questions: What are the core knowledge and skills needed for police to promote the rule of law and protect the population? What is known about mechanisms (e.g., basic and continuing education or other capacity building programs) for developing the core skills needed for police to promote the rule of law and protect the population?Table of ContentsFront MatterSummary1 Introduction2 Reform-based Training3 Knowledge and Skills for Policing4 Training Methods and Delivery5 Committee ConclusionsReferencesAppendix: Biographical Sketches of Committee Members and Staff

DKK 247.00

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Opportunities for the Employment of Simulation in U.S. Air Force Training Environments - National Research Council - Bog - National Academies Press -

Simulators currently provide an alternative to aircraft when it comes to training requirements, both for the military and for commercial airlines. For the U.S. Air Force, in particular, simulation for training offers a cost-effective way, and in many instances a safer way in comparison with live flying, to replicate real-world missions. Current technical issues related to simulation for training include simulation fidelity and multi-level security, among others, which will need to be addressed in order for the Air Force to take full advantage of this technology. The workshop held in November, 2014 examined the current status of simulation training, alternative uses, current and future technologies, and how the combination of simulation and live training can improve aircrew training. The scope of the workshop focused on technologies and practices that could be applicable to high-end aircraft simulations.Table of ContentsFront MatterOverview1 Air Force Simulation Needs2 How Simulation is Currently Used by Military, Industry, and Government Agencies3 Committee Member Observations on Adapting Additional Simulation Techniques for the Air ForceA--Biographical Sketches of Committee MembersB--Workshop Speakers

DKK 266.00

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Education and Training in the Care and Use of Laboratory Animals - National Research Council - Bog - National Academies Press - Plusbog.dk

Federal law now requires that institutions provide training for anyone caring for or using laboratory animals. This volume provides the guidelines and resources needed to coordinate a quality training program, as well as to meet all legal requirements. A core module for all personnel takes no more than four hours to present. Most staff then proceed to one or more additional skills-development modules including the species-specific module that can be customized to any species in use at the institution, the pain management module, and the surgery module. The volume provides content information for required topics--from ethics to record keeping--and lists sources of additional publications, audiovisual programs, and computerized teaching aids. Included are: * Ready-to-use teaching outlines, with detailed instructions for presenting material. * Practical guidelines on logistics, covering scheduling, budgeting, and more. * Guidelines on how to design training for adults and how to work with investigators who may resist taking training courses. This practical guidebook will be necessary for research institutions, particularly for staff members responsible for training coordination.

DKK 292.00

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Research Training in the Biomedical, Behavioral, and Clinical Research Sciences - National Research Council - Bog - National Academies Press -

Comprehensive research and a highly-trained workforce are essential for the improvement of health and health care both nationally and internationally. During the past 40 years the National Research Services Award (NRSA) Program has played a large role in training the workforce responsible for dramatic advances in the understanding of various diseases and new insights that have led to more effective and targeted therapies. In spite of this program, the difficulty obtaining jobs after the postdoc period has discouraged many domestic students from pursuing graduate postdoc training. In the United States, more than 50 percent of the postdoc workforce is made up of individuals who obtained their Ph.D.s from other countries. Indeed, one can make a strong argument that the influx of highly trained and creative foreigners has contributed greatly to U.S. science over the past 70 years. Research Training in the Biomedical, Behavioral, and Clinical Research Sciences discusses a number of important issues, including: the job prospects for postdocs completing their training; questions about the continued supply of international postdocs in an increasingly competitive world; the need for equal, excellent training for all graduate students who receive NIH funding; and the need to increase the diversity of trainees. The book recommends improvements in minority recruiting, more rigorous and extensive training in the responsible conduct of research and ethics, increased emphasis on career development, more attention to outcomes, and the requirement for incorporating more quantitative thinking in the biomedical curriculum.

DKK 338.00

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Training the Future Child Health Care Workforce to Improve the Behavioral Health of Children, Youth, and Families - Health And Medicine Division - Bog

Increasing numbers of evidence-based interventions have proven effective in preventing and treating behavioral disorders in children. However, the adoption of these interventions in the health care system and other systems that affect the lives of children has been slow. Moreover, with few exceptions, current training in many fields that involve the behavioral health of children falls short of meeting the needs that exist. In general, this training fails to recognize that behavioral health disorders are among the largest challenges in child health and that changing cognitive, affective, and behavioral health outcomes for children will require new and more integrated forms of care at a population level in the United States. To examine the need for workforce development across the range of health care professions working with children and families, as well as to identify innovative training models and levers to enhance training, the Forum on Promoting Children's Cognitive, Affective, and Behavioral Health held a workshop in November 2016. Workshop panelists and participants discussed the needs for workforce development across the range of health care professions working with children, youth, and families, and identified innovative training models and levers for change to enhance training. This publication summarizes the presentations and discussions from the workshop. Table of ContentsFront Matter1 Introduction and Overview2 Perspectives from Parents3 The National Landscape of Health Care Training and Workforce Processes4 Promising Models5 Accreditation, Certification, and Credentialing6 Other Child-Serving Settings7 Collaborative Efforts8 Possible Next Steps and Reflections on the WorkshopReferencesAppendix A: Workshop Statement of TaskAppendix B: Workshop AgendaAppendix C: Poster Session AbstractsAppendix D: Biographical Sketches of Planning Committee Members, Workshop Speakers, and Moderators

DKK 344.00

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Taking Flight - Committee On Education And Training For Civilian Aviation Careers - Bog - National Academies Press - Plusbog.dk

The commercial aviation industry is a major part of the US transportation infrastructure and a key contributor to the nation's economy. This book is a study of the civilian training and education programs needed to satisfy the work-force requirements of the commercial aviation industry with emphasis on issues related to access to aviation careers.

DKK 442.00

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Occupational Health Nurses and Respiratory Protection - Institute Of Medicine - Bog - National Academies Press - Plusbog.dk

Occupational health nurses (OHNs) are front-line advocates for preventing illness and injury and protecting health in a variety of workplace settings, including the areas of agriculture, construction, health care, manufacturing, and public safety. OHNs need education and training in respiratory protection in order to ensure both their safety and the safety of America's workers. At the request of the National Personal Protective Technology Laboratory of the National Institute for Occupational Safety and Health, the Institute of Medicine (IOM) examined existing respiratory protection curricula and made recommendations to improve education and training in respiratory protection for OHNs. The IOM finds that current respiratory protection education receives varying amounts of dedicated time and resources and is taught using a variety of approaches. Several recommendations are made to improve the respiratory protection education and training of OHNs. Table of ContentsFront MatterLetter ReportA Workshop AgendaB Workshop ParticipantsC Recent Institute of Medicine Reports Related to Personal Protective Equipment and Education Needs of the WorkforceD Committee Biographies

DKK 227.00

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Safe Work in the 21st Century - Committee To Assess Training Needs For Occupational Safety And Health Personnel In The United State - Bog - National

Arguing that the safety of the American workplace falls almost solely on Occupational Safety and Health (OSH) personnel, this report evaluates the adequacy of the current OSH workforce and offers recommendations on training and adjustments that will improve the ability of OSH personnel to ensure saf

DKK 552.00

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Training Students to Extract Value from Big Data - Committee On Applied And Theoretical Statistics - Bog - National Academies Press - Plusbog.dk

As the availability of high-throughput data-collection technologies, such as information-sensing mobile devices, remote sensing, internet log records, and wireless sensor networks has grown, science, engineering, and business have rapidly transitioned from striving to develop information from scant data to a situation in which the challenge is now that the amount of information exceeds a human's ability to examine, let alone absorb, it. Data sets are increasingly complex, and this potentially increases the problems associated with such concerns as missing information and other quality concerns, data heterogeneity, and differing data formats. The nation's ability to make use of data depends heavily on the availability of a workforce that is properly trained and ready to tackle high-need areas. Training students to be capable in exploiting big data requires experience with statistical analysis, machine learning, and computational infrastructure that permits the real problems associated with massive data to be revealed and, ultimately, addressed. Analysis of big data requires cross-disciplinary skills, including the ability to make modeling decisions while balancing trade-offs between optimization and approximation, all while being attentive to useful metrics and system robustness. To develop those skills in students, it is important to identify whom to teach, that is, the educational background, experience, and characteristics of a prospective data-science student; what to teach, that is, the technical and practical content that should be taught to the student; and how to teach, that is, the structure and organization of a data-science program. Training Students to Extract Value from Big Data summarizes a workshop convened in April 2014 by the National Research Council's Committee on Applied and Theoretical Statistics to explore how best to train students to use big data. The workshop explored the need for training and curricula and coursework that should be included. One impetus for the workshop was the current fragmented view of what is meant by analysis of big data, data analytics, or data science. New graduate programs are introduced regularly, and they have their own notions of what is meant by those terms and, most important, of what students need to know to be proficient in data-intensive work. This report provides a variety of perspectives about those elements and about their integration into courses and curricula. Table of ContentsFront Matter1 Introduction2 The Need for Training: Experiences and Case Studies3 Principles for Working with Big Data4 Courses, Curricula, and Interdisciplinary Programs5 Shared Resources6 Workshop LessonsReferencesAppendixesAppendix A: Registered Workshop ParticipantsAppendix B: Workshop AgendaAppendix C: Acronyms

DKK 240.00

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Addressing the Needs of an Aging Population Through Health Professions Education - Board On Global Health - Bog - National Academies Press -

The National Academies Global Forum on Innovation in Health Professional Education hosted a Fall 2022 workshop series to explore the various needs of an aging population and an ideal health workforce with the numbers and skillset to match those needs. Discussions included the composition of the intended health workforce, training requirements for each level of care provider, who would provide the training and education, and in what setting the training would take place. Given these considerations and learner reluctance to work with elder adults, implementation science was introduced as a path forward. Implementation science is the study of methods and strategies that facilitate the use of evidence-based practice and research into regular use by practitioners and policymakers. This proceedings document summarizes workshop discussions. Table of ContentsFront Matter1 Introduction and Framing of the Issues2 Exploring What Matters Most in Working with Older Adults3 Supply and Demand: Is the Workforce Prepared to Meet the Needs of Older Adults?4 Addressing the Gap5 Making It Happen with Implementation ScienceAppendix A: ReferencesAppendix B: Members of the Global Forum on Innovation in Health Professional EducationAppendix C: Workshop AgendaAppendix D: Planning Committee and Speaker Biographies

DKK 201.00

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Ensuring an Infectious Disease Workforce - Board On Global Health - Bog - National Academies Press - Plusbog.dk

Ensuring an Infectious Disease Workforce: Education and Training Needs for the 21st Century - Workshop Summary (2006)

DKK 642.00

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Graduate Medical Education That Meets the Nation's Health Needs - Institute Of Medicine - Bog - National Academies Press - Plusbog.dk

Today's physician education system produces trained doctors with strong scientific underpinnings in biological and physical sciences as well as supervised practical experience in delivering care. Significant financial public support underlies the graduate-level training of the nation's physicians. Two federal programs—Medicare and Medicaid—distribute billions each year to support teaching hospitals and other training sites that provide graduate medical education. Graduate Medical Education That Meets the Nation's Health Needs is an independent review of the goals, governance, and financing of the graduate medical education system. This report focuses on the extent to which the current system supports or creates barriers to producing a physician workforce ready to provide high-quality, patient-centered, and affordable health care and identifies opportunities to maximize the leverage of federal funding toward these goals. Graduate Medical Education examines the residency pipeline, geographic distribution of generalist and specialist clinicians, types of training sites, and roles of teaching and academic health centers. The recommendations of Graduate Medical Education will contribute to the production of a better prepared physician workforce, innovative graduate medical education programs, transparency and accountability in programs, and stronger planning and oversight of the use of public funds to support training. Teaching hospitals, funders, policy makers, institutions, and health care organizations will use this report as a resource to assess and improve the graduate medical education system in the United States. Table of ContentsFront MatterSummary1 Introduction2 Background on the Pipeline to the Physician Workforce3 GME Financing4 Governance5 Recommendations for the Reform of GME Financing and GovernanceAppendix A: Abbreviations and AcronymsAppendix B: U.S. Senate LettersAppendix C: Public Workshop AgendasAppendix D: Committee Member BiographiesAppendix E: Data and Methods to Analyze Medicare GME PaymentsAppendix F: Illustrations of the Phase-In of the Committee's Recommendations

DKK 409.00

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Bridging Disciplines in the Brain, Behavioral, and Clinical Sciences - Leon Eisenberg - Bog - National Academies Press - Plusbog.dk

Interdisciplinary research is a cooperative effort by a team of investigators, each an expert in the use of different methods and concepts, who have joined in an organized program to attack a challenging problem. Each investigator is responsible for the research in their area of discipline that applies to the problem, but together the investigators are responsible for the final product. The need for interdisciplinary training activities has been detailed over the last 25 years in both public and private reports. The history of science and technology has even shown the important advances that arose from interdisciplinary research, including plate tectonics which brought together geologists, oceanographers, paleomagnetists, seismologists, and geophysicists to advance the ability to forecast earthquakes and volcanic eruptions. In recognition of this, the need to train scientists who can address the highly complex problems that challenge us today and fully use new knowledge and technology, and the fact that cooperative efforts have proved difficult, the National Institute of Mental Health (NIMH), the National Institutes of Health (NIH) Office of Behavioral and Social Sciences Research (OBSSR), the National Institute on Nursing Research (NINR), and the National Institute on Aging (NIA) requested that an Institute of Medicine (IOM) Committee be created to complete several tasks including: examining the needs and strategies for interdisciplinary training in the brain, behavioral, social, and clinical sciences, defining necessary components of true interdisciplinary training in these areas, and reviewing current educational and training programs to identify elements of model programs that best facilitate interdisciplinary training. Bridging Disciplines in the Brain, Behavioral, and Clinical Sciences provides the conclusions and recommendations of this committee. Due to evaluations of the success of interdisciplinary training programs are scarce, the committee could not specify the "necessary components" or identify the elements that "best facilitate" interdisciplinary training. However, after reviewing existing programs and consulting with experts, the committee identified approaches likely to be successful in providing direction for interdisciplinary endeavors at various career stages. This report also includes interviews, training programs, and workshop agendas used.

DKK 318.00

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Ethics Education and Scientific and Engineering Research - Ethics Center For Engineering - Bog - National Academies Press - Plusbog.dk

Increasing complexity and competitiveness in research environments, the prevalence of interdisciplinary and international involvement in research projects, and the close coupling of commerce and academia have created an ethically challenging environment for young scientists and engineers. For the past several decades, federal research agencies have supported projects to meet the need for mentoring and ethics training in graduate education in research, often called training in the responsible conduct of research. Recently, these agencies have supported projects to identify ethically problematic behaviors and assess the efficacy of ethics education in addressing them. With support from the National Science Foundation, the National Academy of Engineering Center for Engineering, Ethics, and Society held the workshop "Ethics Education and Scientific and Engineering Research: What's Been Learned? What Should Be Done?" on August 25 and 26, 2008. The workshop, summarized in this volume, discussed the social environment of science and engineering education; the need for ethics education for graduate students and postdoctoral fellows in science and engineering; models for effective programs; and assessment of approaches to ethics education, among other topics. Table of ContentsFront Matter1 Introduction2 The Environment for Science and Engineering3 Ethics Education in Science and Engineering4 Models and Resources in Ethics Education5 Assessment and Evaluation of Ethics Education and Mentoring6 What's Next?Appendix A: Workshop AgendaAppendix B: Workshop Participants

DKK 208.00

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